LA 

htkt 



Educational Survey of 

Miller County 

Georgia 

By 

M. L. DUGGAN, Rural School Agent 

AND 

MISS EURI BELLE BOLTON, 
Extension Dept., G. N. I. College 

No. 29 



Under Direction of State 

DEPARTMENT OF EDUCATION 



M. L. BRITTAIN 

State Superintendent of Schools 
1920 



Monograph 



Educational Survey of 

Miller County 

Georgia 



By 

M. L. DUGGAN, Rural School Agent 

AND 

MISS EURI BELLE BOLTON, 
Exten sion Dept. , G. N . I . College 



No. 29 



Under Direction of State 

<;^ V DEPARTMENT OF EDUCATION 



M. L. BRITTAIN 

State Superintendent of Schools 
1920 



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MILLER COUNTY PUBLIC SCHOOLS. 

Colquitt, Ga. 



HON. N. L. STAPLETON, County 
Superintendent, 



County Board of Education. 



HON. L. E. CALHOUN, Ctiairman, 
HON. B. B. GRIMES, 
HON. G. P. SHINGLER, 
HON. JAMES COOK, 
HON. T. M. BOWEN, 



Colquitt, Ga. 
Colquitt, Ga. 
Donalsonville, Ga. 
Colquitt, Ga. 
Colquitt, Ga. 



^ MILLER COUNTY. 



Miller County is located near the south west corner of 
the State. It contains 275 square Miles of territory. Very 
little of the origmal pine forests are left, but most of .t is fine 
farming lands. Public roads are good throughout the county. 
Colquitt, the county seat, is tne only town in the county, and 
has a population of about 1200. The population of the county 
by 1920 census is 9565, which shows an increase of 1579. 
The scnool population is 19o7 whites, 1295 negroes. The 
tax digests for 1919 show 174,083 acres of land returned, 
and the total tax valuations for 1919 was $2,321,300.00. To 
tnis should be added $103,256,00 corporate property re- 
turned to ttie Comptroller-General's office, making a total 
subject to taxation of $2,424,556.00. Against tnis there was 
levied for county purposes in 191^^ as follows: 

For County indebtedness 3 . 00 per M 

For repairs to pubhc bldgs 1 . 00 

For public roads 5 . 00 

For Snerili's Fees 1. 00 " 

For Coroner's inquests 20 

For Baihffs' and Court expenses 1. "^5 " 

For Jurors p^r diem 1 . 25 

For paupers 50 

For Judges salaries and court expenses 1.25 " 

For Dipping Vats 1 . 25 

For General Incidental expenses 1.30 

Total levy for County purposes .$18.00 per M 

No county levy is made for support of public schools, 
but the following school districts levy a ''local district tax" 
for schools: 

Bellview School District $5. 00 per M 

Colquitt School District 5. 00 

3 



Boykin School District 5. 00 

Enterprise School District 4 . 50 

Griggs School District 4_50 

Hand School District 5. 00 

Hardy School District 2. 00 

Harmony School District 5. 00 

Kimbrell School District 5. 00 

McCormick School District 5. 00 

Oak Grove School District 3. 00 

Winder School District 2. 50 

Also the following districts have very recently voted 
"local tax", but the rate has not yet been fixed: 
Kaney Head School District, 
Porto Rico School District, 
Spooner School District, 
Twilight School District. 

This makes a total of sixteen ''local tax" districts out 
of twenty-one scnool districts in the county. 

There are twenty-one white schools in the county, in- 
cluding the Colquitt High School at the county seat. 

Of the twenty rural schools two have four teachers, 
three have three teachers each, six have two teachers, nine 
have one teacher eacn. 

Several of the schools have more teachers than rooms; 
at none of them are there extra rooms for anything. 

The number of schools divided into the area of the county 
shows an average of 13 square miles to each school district. 
Sixteen square miles is the minUnum contemplated by the 
Georgia School Laws. (See Georgia School Code, Section 
117). 

Ot the teachers in the rural schools eight hold first grade 
certificates, twenty-four second grade certificates, six third 
grade certificates. Seventeeli of these teachers have had no 
experience prior to the current year. Twenty three have 
had less than one year's service at their present school. 
Four are college or normal school graduates. Ten have com- 
pleted high school courses; twenty-two have had less than 
high school courses. 

4 



CONDITIONS. 

Attention is called to the large number of little schools; 
the character of buildmgs and grounds and insufficiency of 
equipment (as shown in detail on the following pages); the 
diversity of administration and responsibility, as among the 
trustees of the many local tax districts; the total lack of any 
close and constant supervision; the very poor scholarship of 
a large majority of the teachers, as shown by low grade cer- 
tificates; the lack of experience on the part of about half of 
them; the lack of professional training on the part of nearly 
all; the low salaries; the short school year; the utter lack of 
any organized self-activities among pupils or correlation of 
school work with current interests and activities of home 
Hfe; the absence of enthusiastic scqooI pride and spirit on 
the part of pupils and people. 

RESULTS. 

Especial attention is called to tables on pages 26 and 
27, exhibiting age-grade distribution of pupils ot the rural 
schools, showing serious retardation. 

On the following pages the results of careful measure- 
ments show that the fundamentals of education are not 
thoroughly taught. It will be seen from these tables and 
charts that the children do not spell ordinary words well; 
can not read understandnigly ; fall alarmmgly short of any 
reasonable expectation, both as to speed and accuracy, in 
simple processes of addition, subtraction, multiplication, and 
division. Such results can never satisfy the demands of the 
business and social world into which these children must 
soon go, nor lay the foundation for high school work. Not 
much better results can be expected under existing circum- 
stances. 

RECOMMENDATIONS. 

A constructive and continuing program of proposed 
progress for the county that will satisfy the educational 
demands of the future must contemplate the following funda- 
mental needs • 



1. Better Financial Support. 

The per capita amount per annum now paid for the 
maintenance of the schools is not enough to properly educate 
the future citizens of Mi ler County. .^ county school 
tax, in addition to the present local tax by districts, 
will solve this problem. 

2. Central Administration. 

Jsto strong or efficient county system or public 
schools call be built where authority and responsibility 
is divided amon^ twenty separate units of adminis- 
tration. No better county administration could reasonably 
be expected at the pitifully small price now paid for it by 
Miller County. (The County pays $600.00 per annum for 
administration, and gets much more than it pays for.) Suc- 
cessful administration always requires a high order of execu- 
tive ability, and the business world does not tesitate tc pay 
liberally for it. 

3. Supervision. 

Besides business problems of administration there are 
professional problems ot supervision. Probably the weakest 
point in the several county scnool systems of Georgia is the 
lack of close and constant professional supervision of the 
teaching processes. The weaker tlie system the greater the 
need. Most of all do inexperienced and untrained teachers 
need the sympathetic help of expert supervision. In no other 
business enterprise would unskilled workers be deprived of 
supervision. It is extremely importcmt that the Super- 
intendent should be authorized to appoint a trained 
supervisor, who would devote her whole time to helpful 
supervision in the county schools. A cheap supervisor would 
be worse than none. / stro?i0y ur§e this as a first pro- 
gressive step towards a better county school system. 

4. Consolidation. 

The results of measurements in Miller County, else- 
where referred to, as well as innumerable experiences in other- 

6 



counties, show conclusively that mucn better results are found 
where the several grades are divided between a number of 
teacners. Consolidation makes efficiency possible. Good 
roads make consohdation possible. The public roads of 
Miller County are far better than the pubhc schools. There 
can never be twenty-one efficient public schools in tne county. 
Half that number would provide more than twice as good 
educational opportunities to all tne cnildren. Tne ultimate 
benefits to the county would be incalculable. Any wise 
constructive program of permanent progress jnust 
take consolidation into consideration. 



TESTS. 



To ascertain the quality of the work being done in the 
schools of the county tests were made of all the pupils above 
the fourth grade in each of the schools. These tests reveal 
the fact that the work has not been thorough in the fundamen- 
tals of education. These unsatisfactory results are due partly 
to the fact that the teachers of the county are young and 
untrained, entirely without supervision, and partly to the 
fact that the teachers are laboring under very unfavorable 
conditions. The tests were made just before the close of 
the spring term. 

Tests were made in reading, spelling, arithmetic, and 
language. 

The Monroe Silent Reading Tests were used in reading 
and scored for Rate and Comprehension. 

Monroe's Timed Sentence Spelling Tests were used in 
spelling and scored by Dr. Monroe's recent standards. 

Courtis' Aritnmetic Test Series B was used in arithmetic 
in the county schools; the Cleveland-Survey Arithmetic 
Tests were used in the Colquitt School. 

The Trabue Language Scale B was used in language. 

Explanation of Technical Terms. 

The Median Score is the middle score of the group and 
indicates, approximately, the average ability of the class. 
It is found by arranging the scores in the order of magnitude 
and taking the score on the middle paper. Eg., 1, 7, 3, 4, 5, 
would be arranged 7, 5, 4, 3, 1, and 4 represents the median 
score. 

The Standard Scores for the different tests have been 
derived by giving the tests to thousands of pupils and getting 
the median score of the individual scores. 



The charts on the following pages show the median 
scores of the several grades in comparison with these estab- 
lished standards. 

Reading. 

The Monroe Standardized Silent Reading Tests were 
given to the pupils of the fourth through the tenth grades, 
inclusive. The pupils were scored both for rate, the number 
of words read per minute, and. for comprehension, the ability 
to understand what is read. 

The results of the tests show that all of the grades of 
the county system are much below the standard both in rate 
and comprehension. (See accompanying graphs and table.) 
The scores of all the grades are very low in comprehension. 
This low score indicates that ttie children are not under- 
standing what they read. Reading is one of the most im- 
portant school subjects because it is a tool necessary for the 
learning of all other subjects. Thought-getting in reading 
should be emphasized, not only for the purpose of develop- 
ing a greater reading ability, but for the sake of thorough- 
ness in other school work. 



Table Showing the Rate Score in Reading in the 
Schools of Miller County. 



no 

100 

90 
80 
70 
60 
50 
AO 
50 
20 











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III IV 



VI VII VIII IX X Grades 



JVote: The solid line represents the standard score; 
the broken line represents the score of the schools of Miller 
County. 



10 



Table Showing the Comprehension Score in Reading 
in the Schools o^ Miller County. 



100 
90 
80 

70 
60 
^0 

40 
50 

20 
10 



























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•ades 



M'ote: ^ The .solid line represents the standard score; 
the broken line represents the score of the schools of Miller 
County. 



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VI 



Spelling. 



Monroe's Timed Sentence Spelling Test was given 
to the pupils of the fifth through the tenth grades. The 
tests were given as a dictation exercise and the pupils did 
not know that they were to be marked for spelling. 

Tn marking the papers only the fifty words in italics 
were considered. Other mistakes were not counted. Tue 
standard with which the results are compared are Dr. Mun- 
roe's latest standards. 

The results of the tests show that practical written spell- 
ing is given very little attention in the schools. All of the 
grades are very mucn below the standard, as shown by the 
accompanying graph. Tue score made by tne sixth grade, 
52%, is below the third grade standard. The great varia- 
bihty of t'le scores of tr.e different grades indicate poor classi- 
fication. The scores of the fifth grade range from 0% to 
100%; the scores of the sixth grade range from 0% to 100%; 
the scores of tne seventn grade range from 6% to 86%, and 
the scores of the eighth grade range from 2% to 88%. The 
pupils are graded not according to their ability, but accord- 
ing to the number of years they have attended school. This 
is one of many indications pointing to the need of constant 
supervision. 



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standard 

Decatur 

Pavo 

Manchester 

Lee County Schools 

Miller County Schools 



14 



SPELLING. 



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Til IV 



VI VII VIII IX X Gradeb 



Chart showing the Median per cent of words spelled 
correctly by the pupils of the different grades of the Miller 
County School System in comparison with the Standard 
Scores, using Monroe's Timed Sentence SpelHng Test- 
Forms I, II, and III. 



Grade III- _ 
GradeIV__ 
Grade V___ 
Grade VI__ 
Grade VII_ 
Grade VIII. 
Grade IX__ 
Grade X___ 



iller County 


Standard 




56% 





■ 78% 


31% 


66% 


52% 


80% 


44% 


70% 


62% 


84% 


60% 


86% 


76% 


90% 



15 



LANGUAGE. 



The Trabue Completion Test was given to the fiith, the 
seventh, and the eightn grades of the Colquitt School. Lack 
of time made it impossible to give the language test to all of 
the schools of the county. 



Table showing distribution 


Table showing distribution 


of pupils' 


scores.- Fifth 


of pupils' 


scores- Seventh 


Grade. 




Grade. 




Score 


No. Pupils mak- 


Score 


No. Pupils mak- 




ing each score. 




ing each score. 


14 





15 


3 


13 





14 


1 


12 


2 


13 


6 


11 





12 


5 


10 


3 


11 


1 


9 


2 


10 


5 


8 


1 


9 


5 


7 


1 


8 


1 


6 


8 









5 


Total 


17 


4 


1 


Median Score 12.0 


2 


1 






1 





Table showing distribution of 


• 





pupils' scor( 
Score 


js- Eighth Grade. 


Total 


19 


No. pupils mak- 


Median Score 6.1 




ing each score 



Table showing the median 
class scores of the Colquitt 
School as compared with 
the standard. 

Score of Col- Standard 

quitt School Score. 

Grade v.. 6.1 11.4 

Grade VII .12.0 13.4 

Grade VIII. 13. 5 14.4 



15 


3 


14 


3 


13 


4 


12 


3 


11 





10 


2 


9 


1 


8 


2 








Total 


18 


Median Score 


13 5 



16 



The low score of the fifth grade is due either to the tact 
that too httle time is devoted to language in this grade or 
to the tact that the teacher is not getting the desired results 
from the class. A number of the pupils in this grade had 
come in from other schools and probably were not prepared 
for the work they were trying to do. The scores for the 
seventh and eighth grades indicate that these grades have 
done good work in language. 



ARITHMETIC. 



Arithmetic in the Colquitt School. 



The Cleveland-Survey Arithmetic Test was given to 
the pupils of the fifth through the eighth grades inclusive. 
This is a series of fifteen tests, each of which is a different 
form of one of the fundamental processes. There are various 
stages of difficulty in each of the fundamental processes in 
arithmetic, e. g. In addition the child learns to find the sum 
of two numbers, as 2 and 2; later he learns to find the sum 
of three or more numbers, as 2 and 2 and 3; he learns to add 
columns of figures, and finally he learns to add numbers of 
two or more figures and thus masters the process of "carry- 
ing." There are also different stages of difficulty in sub- 
straction, in multiplication, and in division. The tests are 
so devised as to determine tne extent to which the child has 
mastered each of these stages. There is a time hmit to each 
test so that the rate of work in the different grades is deter- 
mined. 

The time allowances for the several tests are as follows: 
Set A . . 30 seconds Set F . . 1 minute Set K . . 2 minutes 
Set B . . 30 seconds Set G . . 1 minute 
Set C . . 30 seconds Set H . . 30 seconds 
Set D . . 30 seconds Set I . . . 1 minute 
Set E . . 30 seconds Set J . . 2 minutes 



Set L . . 3 minutes 
Set M . 3 minutes 
Set N . . 3 minutes 
Set . . 3 minutes 



17 



Illustrative examples from the different tests: 

Set A. Addition Set B. Subtraction Set C. Multiplica- 
tion 
1699 7 11 240 

2659 36272 



Set D. Division Set E. Addition Set F. Subtraction 



3-9 


4-32 9-9 


5 


2 9 


616 1248 






2 


8 8 


456 709 






2 


8 











5 7 








4 


1 6 




Set G. 


Set H. 


Fractions 


Set I. Division 


Multiplition 








2345 


9735 


3 1 


6 4 


4-55424 7-65982 


2 


5 


5 5 


9 9 




Set J. 


Addition 


Set K. 


Division 


Set L. Multiplica- 
tion 


7 


9 


21-441 


32-672 


8246 3597 


5 


2 






29 73 


4 
4 


4 
4 














2 


8 


SetM 


. Addition 


Set N. Division 


6 


2 











7 


7493 


8937 


67/32763 48/28464 


5 


5 


9016 


6345 




1 


3 


6487 


2783 




8 


6 


7591 


4883 




3 


4 


6166 


1341 




2 
9 


8 
8 














9 






SetO. 


. Fractions 






11 


1 

+ — ■ 


9 1 







15 



14 



18 



The results of the tests show that, with the exception of 
the fifth grade, the work done in arithmetic in the Colquitt 
School compares very favorably with the arithmetic work 
in the St. Louis and Grand Rapids Schools. The class 
medians of the fifth grade in the Colquitt School for all of the 
tests in the series are much lower than the average medians 
of the St. Louis and the Grand Rapids Schools. (See Table) 
Most of the sixth grade medians arj as good as the St. Louis 
and Grand Rapids average medians, and the medians for 
tests C and D are better. The medians of the seventh and 
eighth grades of the Colquitt School are lower in most of the 
tests than the average medians. The Colquitt School is an 
unaccredited high school with only an eight months term 
and one teacher for every two grades; the St. Louis and Grand 
Rapids systems are composed of a number of large city schools 
supported by almost unlimited resources. In view of these 
facts, arithmetic seems to be well taught in the Colquitt 
School. 

The result of the tests, however, reveal some very inter- 
esting facts about the teaching of arithmetic in the Colquitt 
School. 

(1) The standard of work being done in the fifth grade 
is much lower than the standard of work being done in the 
other grades. This may be due to previous teaching,to pres- 
ent teaching, or to the fact that a number of children from 
other schools have entered this grade and are not prepared 
for the work they are trying to do. The causes for the low 
score of this grade should be investigated both by the teacher 
of the grade and by the principal of the school. 

(2) All of the grades are accurate and rapid in the use 
of addition and subtraction combinations of two numbers. 
None of the grades understand how to multiply a whole 
number by zero or vice versa. Most of the pupils in the 
fifth grade and a number of pupils in the other grades do not 
know now to divide a number by itselt. e. g. 9 — 9; 1 — 1, etc. 

(3) A comparison of the accuracy scores for tests E, J, 
and M will show that the fifth grade needs much drill on all 
of the processes of addition; and that the sixth, seventh, and 

19 



eighth grades do short column addition unusually well, but 
cannot do accurately long column addition nor addition 
involving the process of carrying. 

(•)) In all of the grades there are a number of low 
accuracy scores for test F- three-place subtraction. The 
test papers show that most of the errors in this form of sub- 
traction were due to a lack of understanding how to take a 
larger number away from a smaller number. 

(5) All of the grades need considerable drill on the 
difficult forms o{ multiphcation. 

(6) The accuracy scores for tests H and sliow that 
none of the grades know how to work fractions. The fifth 
and sixth grades are not expected to have more than a rudi- 
mentary knowledge of fractions, but they should be able to 
do the simple addition and subtraction of fractions in test H. 

(7) None of the grades understand the principles of 
short division, as shown by the accuracy scores lor test [. 
The eighth grade median is 100% accuracy, but the rate score 
is very low, because without exception the examples were 
worked by the long division process. All of the grades made 
very good accuracy scores on the simple long division ex- 
amples, but their scores on the more difficult examples in 
test N are very poor. 

(8) All of the grades need to increase their rate of work. 
(See Tables pp. . . ) This can be done by introducing number 
games and drill exercises that involve competition. ]\Iany 
blackboard or seat exercises similar to the tests can easily be 
devised. The time limit is the most important feature of 
an arithmetic drill. A child who is trying to work the great- 
est possible number of examples in 30 seconds or three min- 
utes will work with much greater speed than the child who 
works the same number of problems with no thought of the 
time it takes fiim to work them. 



20 



TABLE IV. 

Showing the score made by the pupils of the Colquitt 
School on the Cleveland-Survey Arithmetic Test as compared 
with the Standard Scores. 





Fifth Grade 




Sixth Grade 






Standard 


Colquitt 




Standard 


Colquitt 


Set A. . 


. 21.2 


11.5 


Set A. . 


. 23.8 


22.2 


Set B . . 


. 15.8 


9.3 


SetB.. 


. 17.8 


17.5 


Set C . . 


. 14.6 


9.3 


Set C. . 


. 16.0 


18.5 


SetD.. 


. 14.1 


6.3 


SetD. 


. 17.0 


17.5 


SedE. 


.. 5.8 


4.6 


Set E. . 


6.4 


6.1 


Set F . 


. 6.4 


3.8 


Set F . 


.. 7.3 


6.4 


SetG.. 


. 4.9 


2.5 


Set G., 


,. 5.4 


4.9 


SetH.. 


5.0 


0.0 


SetH. 


5.9 


2.5 


Set I.. 


1.7 


0.0 


Set I.. 


2.7 


1.2 


Set J.. 


.. 3.7 


1.6 


Set J . , 


4.1 


3.5 


Set K. 


.. 4.9 


2.8 


Set K. 


.. 6.9 


6.4 


Set L.. 


2.4 


0.0 


Set L., 


.. 3.1 


2.5 


SetM 


.. 3.0 


1.4 


SetM 


3.6 


3.1 


SetM 


.. 3.0 


1.4 


SetN. 


1.4 


0.0 


SetN. 


1.0 


0.0 


Set 0. 


3.3 


1.8 


Set 0. 


.. 0.0 


0.0 










Seventh Grade 




Eighth Grade 




Standard 


Colquitt 




Standard 


Colquitt 


Set A. 


. . 26.6 


22.2 


Set A. 


. . 28.5 


28.5 


SetB. 


1.4 


17.5 


SetB. 


. . 24.4 


18.5 


Set C. 


.. 17.7 


18.5- 


Set C. 


. . 19.1 


18.5 


SetD. 


.. 19.6 


17.5 


SetD. 


.. 21.5 


1.5 


SetE. 


7.4 


6.1 


SetE. 


.. 7.8 


6.8 


Set F. 


.. 8.9 


6.4 


Set F. 


.. 10.2 


6.8 


SetG. 


6.0 


4.9 


Set G. 


6.7 


5.3 


SetH. 


.. 8.4 


2.5 


Set H. 


.. 8.6 


2.3 


Set I.. 


.. 3.9 


1.2 


Set I.. 


4.4 


1.8 


Set J . 


.. 5.2 


3.5 


Set Jc 


.. 5.7 


2.9 


Set K. 


.. 8.8 


6.4 


Set K. 


.c 11.1 


5.5 


Set L 


3.8 


2.5 


Set L. 


.c 4.4 


2.5 


SetM 


.. 4.7 


3.1 


SetM 


.c 5.4 


2.8 


SetN. 


1.9 


0.0 


SetN. 


.c 2.3 


1.5 


Set 0. 


.. 4.0 


1.8 


Set 0. 


.c 5.5 


2.5 



iN'ote: The standard used is the average median 
obtained by adding together the medians of the St. Louis 
Svstem and the Grand Rapids Systems and dividing by two. 



Arithmetic in the Country Schools of Miller County. 

The Courtis Standard Research Tests, Series B, were 
used in measuring arithmetic in the country schools. The 
series consists of tests in Addition, Su])traction, Multiphca- 
tion, and Division. Each test consists of twenty-four exam- 
ples of the same form and difficulty arranged in columns. 
The time allowed for each test is: addition, eight minutes; 
subtraction, four minutes; multiplication, six minutes; 
division, eight minutes. The papers were marked by a 
printed answer card and no credit was given for answers 
partly correct. A pupil's score is the number of examples 
attempted and the number right. 

The tests were given to all of the pupils from through 
the eighth grades. 

The scores of all the grades are very much below stand- 
ard. The score of the fourtn grade is very poor, thus indicat- 
ing the need for more emphasis upon primary number work 
in the schools of Miller County. The average class score 
of tae fiftn and sixtr grades in Division O is number of ex- 
amples worked correctly. The processes of Multiplication 
and Division snoald be mastered by pupils in the fourth grade. 
The results of the tests indicate that the standard of accom- 
plishment in the mastery of the processes of arithmetic is 
more than two grades below that set up by the prescribed 
course oi study. 

The Courtis Tests are general in nature and do not reveal 
the specific difficulties handicapping the pupils. The meas- 
urement of arithmetic by the Cleveland-Survey Arithmetic 
Test gives a more detailed diagnosis of the individual and 
class difficulties. We suggest that the teachers ot the country 
schools study the discussion on "Arithmetic in the Colquitt 
School" so that they may better understand the causes of the 
low scores made by the pupils of the country schools. 



SUMMARY. 



The results of the tests were tabulated so as to show 
the scores made by the one- and two- teacher schools, the 
scores made by tlie three- and four-teacher schools and the 
scores made by the Colquitt School. The grapis and tables 
necessary to show a comparison of these results are left out 
for the sake of economy in printing the bulletin. These 
tabulations show that the scores made by the Colquitt School 
were unitormly better than the scores made by the country 
schools and tnat tne scores mad 3 by tne three- and four- 
teacher schools w<ire, on the whole, betu3r than the scores 
made by the one- and two-teacier schools. This was to 
be expected. Tae best teacnor can not do n .r best work 
under t; e trying conditions of the oneteacner school. 

A series of charts snowing the Median Class Scores 
made by tne grades of the Miller County Country Scnool^ 
in comparison witxi txie Standard Scores, using tne Courtib 
Arithmetic Tests. 

iN'ote: Attempts represent tne median number of 
examples the pupils tried to work; Rights represents the me- 
dian number of examples they worked correctly. 



ARITHMETIC-MILLER COUNTY SCHOOL SYSTEM. 
GRADE VIM. 



Addition S ubtraction Multiplication Divi sion 

Attempts Rights Attempt s R ight s A J^ e mp ts Rights Attemp ts _ R ight s 



[Igntf 




Standard Soore Score of Orade^ 

23 



ARITHMETIC-MILLER COUNTY SCHOOL SYSTEM. 
GRADE VII. 



Adclltion 



Subtraction 



.^ultlpli cation 



DlvlsloH 



A ttempts R ights Attempts Rights 




Standard Score 



Score of Orade— — — - 



ARITHMETIC-MILLER COUNTY SCHOOL SYSTEM. 
GRADE VI. 



Addition" 



Attempte Rl ghtE Attem pts Ri gh ts 

15 15 '5 15 

14 \k 14 14 

1} 15 i> 1> 

12 12 12 12 

11 11 11 11 

1CL 10 ^^°*^--.«_ '° 

9\^ 9 ^ 9 ~~^9- 



Su btrac tlon Mult ipllo atlon Dlvi si on 




V^ 7 
6 6 


7 
6 


2 2 


5 









Attempts Rights Attempts Rights^ 

15 15 15 15 

14 14 14 14 

15 15 l> 15 
12 12 12 12 
11 11 n 11 
10 10 10 10 

9^ 9 9 9 



^ 2, 

1 1 





Standa rd Score 



Score of Grade—-. 



ARITHMETIC-MILLER COUNTY SCHOOL SYSTEM. 
GRADE V. 



Addition 



Subtraction 



M ultiplication 



Att empts Right s Attemp ts Ri ghts Attempt s Rights 



15 

1A 


15 
1A 


15 


15 


12 


12 


11 


11 


10 


10 


9^ 


9 


8 \ 


8 


7 ^ 


\ 7 


6 


^6 


5 

5 ^ 
2 


5 

"^2 



15 

14 

15 
12 
1 1 

10 




Standard Scnre 



ARITHMETIC-MILLER COUNTY SCHOOL SYSTEM. 
GRADE IV. 



Addltl 


on 


Subtraction 


JTultipllcatlon 


DiTlsl 


on 


Attempts 


Rights 


Attempts 


Rights 


Attempts 


RiKhts 


Attempts 


RlRhts 


15 


16 


IS 


15 


15 


15 


15 


15 


14 


14 


14 


14 


14 


14 


14 


14 


13 


13 


13 


13 


13 


13 


13 


13 


12 


12 


12 


12 


12 


12 


12 


12 


11 


11 


11 


11 


11 


11 


11 


11 


10 


10 


10 


10 


10 


10 


10 


10 


9 


9 


9 


9 


9 


9 


9 


9 


8 


8 


e 


S 


8 


8 


8 


8 


N 


? 


^7,^^ 


7 


7 


7 
6 


7 

6 


7 

6 


6 


'\S^ 


5 


6 


5"^ 

4 


■^ 


J 


5 

4 


*v 










3 V 3 


" 3 \ 

y 2 


3 


/ 2^V 


3 


3 


^^'^3 


2 


^'^ 


N 2 


2 


2 


2 


I 



1^ 




1 



^V 


^ 1 



XJ^- 





1 




Standard 


Score _ 






Score of 


Grade — 






§ 



3 
^ 



o 



bo 
<1 



ho 

a 
o 





o 
H 


oooocooo;ooas(MXC«3 


I 




00 


ooooooi-irHt-ii?:! 


CO 






oooooocorHcoo 


t- 




CO 
1-1 


OOOOrHCO>-lrt<COO 


1—1 






OOOCOiOi>0'*00 


s 




iH 


OO(M^'-l'-''0(Mt-(O 

1—1 1-1 


00 

CO 




eo 
1-1 


OC0iO(M0005(MOOO 

1-1 1-1 


03 
U 

d 
>* 


1-1 


l-<lO00OrHTl<OOOO 


OS 


m 
bn 


iH 


oococoi— locoi— looo 




< 


o 
1-1 


lOiOrt^CiOlOOOOO 

1 






OS 


lOOOOOCD-^OOOOO 

1 


1— ( 

CO 




00 


1 rHOOOOr-IOOOOOO 
1 (M 


C30 
CO 




t- 


mi^wooooooo 
1— 1 


CO 
C\J 




CO 


00(MOOOOOOOO 
1—1 


o 

C\J 




Grades 


1— 1 

,_, M t> M H-( M b<J , 

M s !=! p; > > > > M X 


o 
Eh 



26 



o 

o 
A 
u 

Vi 

A 



3 
o 



0. 




p 




p< 


VI 




)-i 


o 


c4 


fl 


tH 


o 


^ 


+J 




13 


I/l 


J2. 


u; 



o 



bo 



ho 

'% 
o 

PQ 

<; 



Total No. pupils in 
each grade 


TtlC\Jr-l(M(MCO(Mi-lr-lr-H 


1— ( 

CO 
(M 


00 


OOOOOOOOOO 


o 




OOOOOOOOOJO 


(M 


S 


OOOOOOOi-tCOO 


r— I 




OOOOOOOCO^'* '^ 




i-IOOOCOW'*iOiOi-l 




eo 


OOCOi-ICOr-li-liOOO 

1— I i-H 






(M(MO'-liO'*COOOO 


o 


1-t 


nHi-Hi— IC0l0r-l-rt<OOO 

1—1 






i-H<MCOi003-^0000 


1 " 


OS 


N'^inwoj'-ioooo 

1 


^: 


00 


CiOOOOlOOOOOO 


lf3 


t- 


i-ICOi-HOOOOOOO 


QC 


co 


iO(MOOOOOOOO 

l-l 


1-1 


Grades 


Ml— II— II— t>-*»-*K*r*Mf*N 


"5 

O 

1 H 



27 



REFERENCES: 

Educational Tests and Measurements — Monroe, DeVoss 
and Kelly. Houghton Mifflin Co. 

A Teacher's Handbook on Educational Measurements, 
Reading, Writing, and Arithmetic — Bureau of Educational 
Measurements and Standards, Kansas State Normal School, 
Emporia, Kansas. 

Gray, WilHam S. "Methods of Testing Reading;" in 
Elementary School Journal, vol. 16, pp. 281-98. (Feb- 
ruary, 1916.) 

Jones, N. Franklin. Concrete Examination of the 
Material of English ■ Spelling. (University of South Dako- 
ta, Bulletin, 1913.) 

Monroe, Walter S. A Report o[ the Use of the Courtis 
Standard Research Tests in Arithmetic in Twenty-four 
Cities. (Kansas State Normal School, Emporia; Bulletin 
new series, vol. 4, No. 8.) 



28 




McCORMACK SCHOOL. 

Teachers: M.ss Pearl Overstreet; Miss Fannie Pace. 

Grounds: Area, one acre; title in County Board of Educa- 
tion; fenced but otherwise unimproved; very 
small playgrounds, without equipment; no school 
garden; toilets (insanitary). 

Building: Two class rooms; no cloak rooms; building 
partly painted; in good condition; well kept. 

Equipment: Double patent desks and teachers' desks; good 
blackboards; county and United States maps; 
a chart; no globe; framed pictures; small library; 
organ; reference dictionary. 

Organization: Two teachers; eight grades; enrollment, 59, 
average attendance, 45; no industrial work, or 
clubs; seven months school year. 



29 




HAND SCHOOL. 

Teachers: Mr. B. B. Williams; Miss Hattie Sue Ricn; 
Miss Dola Kate Phillips. 

Grounds: Area, one acre; title in County Board of Educa- 
tion; fenced, otherwise unimproved; small play- 
grounds, no equipment; no school garden; only 
one toilet (insan.tary). 

Building: Four class rooms; no cloak rooms; improperly 
and insufficiently lighted; building ceiled but 
unpainted; in good repair; not well kept. 

Equipment: Double patent desks; no teachers' desks; 
very poor blackboards; a few maps; a chart; no 
globe; no pictures; no library; no reference dic- 
tionary. 

Organization: Three teachers; nine grades; enrollment, 
101; average attendance, 79; no programs posted; 
no industrial or club work; school year, 6 months. 



30 




GRIGGS SCHOOL. 

Teachers: Miss Ida Johnson; Miss Bernice Hay. 

Grounds: Area, one acre; title in County Board of Educa- 
tion; grounds neglected; small playgrounds; no 
school garden; surface well; two toilets (insani- 
tary). 

Building: One class room; no cloak room; improperly 
lighted; painted outside, ceiled but unpainted 
inside; not well kept. 

Equipment: Double desks; four blackboards; no maps; a 
chart; a globe; framed pictures; reference diction- 
ary, with stand; no Hbrary. 

Organization: Two teachers; eight grades; enrollment, 
86; average attendance, 65; no program posted; no 
industrial work, or clubs; seven months school 
year. 



31 







ENTERPRISE SCHOOL. 



Teachers: John R. Williams; G. P. Thomas; Miss Ethel 
Lane; Miss Alma Lane. 

Grounds: Area, one acre; title in County Board of Educa- 
tion; yards fenced but otherwise unimproved; 
small playground; water from deep well with 
pump; a few flowers cultivated; two toilets, both 
in bad condition. 

Buildings: Value $2,000.00; four class rooms; no cloak 
rooms; improperly hghted; building in good re- 
pair; painted; well kept. 

Equipment: Double patent desks; no teachers' desks; 
fairly good blackboard; several maps; two charts; 
no globe; no framed pictures; no library; no 
reference dictionary. 

Organization: Four teachers; nine grades; enrollment, 
145; average attendance, 105; no industrial work, 
or clubs; six months school year. 



32 



NEW LIGHT SCHOOL. 

Teacher: Miss Ruth Rich. 

Grounds: Area, one acre; title in County Board of Educa- 
tion; not fenced; small play grounds, no school 
garden, no toilet. 

Building: Two cl,ass rooms; two cloak rooms, improperly 
lighted; building ceiled but unpainted; in good 
repair, not well kept. 

Equipment: Double patent desks; no teachers desks; good 
blackboards; no maps; a chart; no globe; no 
pictures; no library; no reference dictionary. 

Organization: One teacher; seven grades, enrollment, 28; 
average attendance 21; no programs posted; no 
industrial or club work; school year, six months. 



33 




HARMONY SCHOOL. 

Teachers: Troy Jernigan; Miss Nell Moody; Miss Selma 
Jordan; Miss Waver Rawls. 

Grounds: Area, one acre; title in County Board of Educa- 
tion; water from deep well, Avith pump; grounds 
unimproved; small playground; no school garden; 
only one toilet (bad condition). 

Building: Four class rooms; no cloak rooms; inproperly 
and insufficiently lighted; in good repair; painted 
(very dark colors inside). 

Equipment: Double desks; no teachers' desks; fairly good 
blackboards; maps in a covered case; on? chart; 
no globe; no framed pictures; no hbrary; no refer- 
ence dictionary. 

Organization: Four teachers; nine grades; enrollment, 
140; average attendance, 118; no program posted; 
no industrial work or clubs; seven months school 
year. 



34 




WIDENER SCHOOL. 
Teacher: Miss Ruth Kimbrel. 

Grounds: Area, one acre; title in County Board of Educa- 
tion; grounds fenced, but unimproved; small 
playgrounds; no equipment; water supplied from 
a neighbor's well; no school garden; only one 
toilet (insanitary). 

Building: One very small class room; no cloak room; 
lighted from both sides; painted from outside 
only; in fairly good condition; well kept. 

Equipment: Double patent desks; one teacher's desk; 
poor blackboards; no maps; one chart; small 
globe; no pictures; no hbra'ry; no reference dic- 
tionary. 

Organization: One teacher; eight grades; enrollment, 26; 
average attendance, 20; no program posted; ao 
industrial or club work; six months' school ye^r. 



35 




GRIMES SCHOOL. 



Teacher: Mrs. H. A. Vinson. 

Grounds: Area, one acre; conditional titles; grounds unim- 
proved; deep well, with pump; small playgrounds; 
no school garden; only one toilet, (bad condition). 

Building: One small class room; no cloak rooms; insuf- 
ficiently lighted; unpainted. 

Equipment: A few double patent desks and long benches 
(insufficient quantity); very poor blackboards; 
no maps; one chart; no globe; no pictures; no 
library; no reference dictionary. 

Organization: Six months' school year; one teacher; seven 
grades; enrollment, 55; average attendance, 40; 
daily schedule shows 42 recitation periods. 





. >^ 


4 


w^^^^ 


^E^^^HI^^^^^"' ^"^ 




'^- 

y 


1 

1 


^^^ 


^^H 




■■■ jKJ 4^' ' 




i — HLJ^^H 


s|^^^H 


--"•f**""^^ 


i^^tBJLj' 


' M^V \ 






1 -' • ■■^ 




'■*^r?r^JiSj 


I^Mj^I^^H 


^^^^^H 


an 


I^F^ 


"'■' yi 


K ^j^BT^^fl^B^B^^^^^^ 


iiidHHi 










« 



PINE HILL SCHOOL. 

Teacher: Miss Rosa Lee Corley. 

Grounds: Area, one acre; title in County Board of Educa- 
tion; grounds unimproved; small playgrounds, 
unimproved; water supplied from deep well on 
neighbor's farm; no school garden; only one 
toiley (insanitary). 

Building: One class room (small); no cloak rooms; lighted 
from two small windows on each side; unpainted; 
building needing repairs; not well kept. 

Equipment: Double patent desks; no teacher's desk; very 
poor blackboard; one County map; one chart; 
no globe; no framed pictures; no library; no 
reference dictionary; small organ. 

Organization: One teacher; eight grades; enrollment, 32; 
average attendance, 24; no daily program posted; 
no industrial or club work; school year, six months. 




COLQUITT HIGH SCHOOL. 

Teachers: Theodore Brewton; Mrs. T. F. Bohannon; Mrs. 
Lucile Bell; Mrs. Clyde Hunter; Miss Nannie 
Fae McNair; Miss Vivian Chason; Mrs. Maud 
Scott. 

Grounds: Area, tour acres; titles in City of Colquitt; 
fenced and partly improved; large play grounds, 
with basket-ball, baseball, etc. Water supplied 
from city hydrants; no school garden; two sani- 
tary, septic tank toilets in first class condition. 

Building: One brick building, costing $10,000 (worth much 
more now); six class rooms and auditorium; well 
hghted; cloak rooms; building in good condition; 
some of the rooms badly kept; auditorium used 
for community purposes. 

Equipment: Double patent desks; no teachers' desks; 
good l^lackboards; well supplied with maps in 
cases; charts; a small globe; a few pictures; a small 
library; no reference dictionary. 

Organization: Seven teachers; ten grades; enrollment, 
260; average attendance, 235; thirty minutes' 
recitation perods in high school grades; piano 
and expression; no industrial work; patriotic and 
literary clul)s in liigli school. 



38 




OAK GROVE SCHOOL. 

Teacher: Mrs. Addie Powell; Post-office, Colquitt, Ga. 

Grounds: Area, one acre; title in County Board of Educa- 
tion; grounds unimproved; small playgrounds; 
no school garden; only one toilet, insanitary; 
water supplied from shallow well on neighbor's 
farm. 

Building: One class room; no cloak room; Ughted by two 
small windows on each side; painted inside and 
outside; room well kept. 

Equipment: Double patent desks; very poor blackboards; 
County, State and United States maps; two good 
charts; one small globe; framed pictures; a refer- 
ence dictionary on stand; no library. 

Organization: One teacher; eight grades; enrollment, 54; 
average attendance, 40; no industrial or club 
work; seven months' school year. 



39 



p 







. -itw^ ,* ^m u* i».i 






|^^^|^^^^ggttHMMH| 


T 


1 


^^«MW»»»' . . . - 



McLENDON SCHOOL. 

Teacher: Miss Cero Tabb. 

Grounds: Area, one acre; title in County Board of Educa- 
tion; unimproved; small playgrounds, with no 
equipment; open, shallow well; no school garden; 
only one toilet (condition bad). 

Building: One class room; no cloak rooms; hghted by four 
windows on each side; painted; needing repairs. 

Equipment: Double patent desks; good teacher's desk; 
very poor blackboards; no maps; one chart; no 
pictures; no library; one reference dictionary. 

Organization: Six months' school year; one teacher; nine 
grades; enrollment, 32; average attendance, 26; 
no program posted; no industrial or club work. 



1(1 




BOYKIN SCHOOL. 

Teacher: Miss Annie Pearl Hixon, Post-office, Boykin, Ga. 

Grounds: Area, one acre; title in the County Board of 
Education; condition, unimproved, bu( well kept; 
no playground equipment ; very small playgrounds; 
no school garden; no toilets. 

Building: One class room, size 30 x 50; no cloak rooms; 
lighted from windows on all sides; unpainted; 
used for occasional church services. 

Equipment: Double desks and long benches; poor black- 
boards; no maps; no charts; no globe; no pictures; 
no library; no reference dictionary. 

Organization: One teacher; seven grades; enrollment, 43; 
average attendance, 25; program shows twenty- 
eight recitation periods; no industrial or club work; 
seven months' school year. 



41 



PORTO RICO SCHOOL. 

Teachers: Miss Cbloe Grimes; Miss Ella Mae Willis. 

Grounds: Area, one acre; title in County Board of Educa- 
tion; grounds fenced, but unimproved; water 
supplied from neighboring well; small play-grounds, 
no equipment; po school gardeo; no toilets. 

Building: One class room; no cloak rooms; lighced from 
both sides; painted; room well kept. 

Equipment: Insufficient number of double patent desks; 
poor blackboards; no maps; one chart; no globes; 
no framed pictures; no library; no reference 
dictionary. 

Organization: Two teachers; seven grades; enrollment, 
65; average attendance, 38; program shows twenty- 
eight recitation periods ; six months' school year. 



42 




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TWILIGHT SCHOOL. 

Teachers: Miss Susie Mae Williams; Miss Annie Sara 
Wilkinson. 

Grounds: Area, one acre; title in County Board of Educa- 
tion; grounds unimproved; small playground, 
with no equipment; water from a neighbor's 
open well; no school garden; only one toilet (in 
bad condition). 

Building: One class room; no cloak rooms; hghted from 
both sides; painted; in fairly good condition. 

Equipment: Double patent and home-made desks; no 
teachers' desks; very poor blackboards; no maps; 
one chart; no globe; no pictures; no library; no 
reference dictionary. 

Organization: Two teachers; seven grades; enrollment,. 
55; average attendance, 43; no program posted; 
no industrial or club work; six months' school 
year. 



43 




HARDY SCHOOL. 

Teacher: Miss Inez Miller. 

Grounds: Area, one acre; title in County Board of Educa- 
tion; lot fenced, bui unimproved; water supplied 
from deep well pump; small playgrounds, witn 
no equipment; no school garden; only one toilet 
(in very bad condition). 

Building: One small class room; two cloak rooms; class 
room lighted from both sides; painted; in good 
repair; well kept. 

Equipment: Double patent desks and teachers' desk; 
poor blackboards; no maps; three charts; small 
globe; framed pictures; no library; a few reference 
books; no reference dictionary; flags and flowers. 

Organization: One teacher; seven grades; enrollment, 
51; average attendance, 25; program shows fifty- 
four recitation pjeriods; no industrial or club 
work; seven months' school year. 



44 




SPOONER SCHOOL. 

Teachers: Mrs. Helen Lee; Mrs. Dora Widener; Miss 
Emma Hayes. 

Grounds: Jiote: This school house was recently burned; 
at present the school is being operated in a church 
with such desks as were saved from the fire; a 
blackboard, and no other equipment of any kind. 
There are teachers, with an enrollmen I of 94 pupils 
in eight grades; oo club work of any kind. 



45 




KIMBRELL SCHOOL. 

Teachers: Miss Hattie Rawls; Miss Ida Dixon. 

Grounds: Area, one acre; title in County Board of Educa- 
tion; grounds unimproved; playgrounds small 
and without equipment; well, with pump; no 
school garden; only one toilet (in bad condiliou). 

Buildings: Two class rooms; no cloak rooms; insufficiently 
and improperly lighted; part of the building 
painted; needs repair; seemingly neglected. 

Equipment: Double patent desks; poor blackboards; 
one chart; no maps; no globes; no pictures; no 
library; no reference dictionary. 



46 




BABCOCK SCHOOL. 

Teachers: Miss Guy Brown, Mrs. N. O. Nelson. 

Grounds: Area, very small town lot; title in Babcock 
Bros. Lumber Co.; yards fenced, but unimproved; 
very small playground; no school garden; 

Building: Two class rooms; no cloak room; insufficiently 
and improperly lighted; painted; fair condition; 
well kept. 

Equipment: Rough home-made desks; very little black- 
board of any kind, and very poor; no maps; one 
chart; no globe; no pictures; no library; no refer- 
ence dictionary. 

Organization: Two teachers; eight grades; enrollment, 62; 
average attendance, 50; no industrial or club 
work; school year, six months. 



47 




BELLEVIEW SCHOOL. 

Teachers: Miss Gussie V. Brown; Miss Ada Duncan; Miss 
Lola Stokes. 

Grounds: Area, one acre: title in County Board o^ Educa- 
tion; grounds neglected; little play grounds; no 
school garden; water from neighbor's well; only 
one toilet (insanitary). 

Building: One class room; two cloak rooms; improperly 
lighted; needing repairs; has been painted. 
J^ote: This school uses a near by church which 
is without equipment for school purposes. 

Equipment: (In the school house) a few double desks and 
some long benches; no teachers' desks; very little 
blackboard; no maps; a chart; a globe; no pic- 
tures; no library; a reference dictionary. 

Organization: Three teachers; eight grades; enrollment, 
128; average attendance, 96; no program posted; 
no industrial or club work; six months school 
year. 



48 



